Multicultural Affairs Committee
2010 State of the Campus Report
and From Every Nation Review
The Multicultural Affairs Committee (MAC) is pleased to present the 2010 State of the Campus
Report. MAC functions as the agent of policy and accountability for the college in the development
and maintenance of a genuinely multicultural educational community that discerns and counters the
sin of racism and embodies the reconciling power of the Gospel. The State of the Campus Report
is produced biennially to evaluate progress toward the goals of the From Every Nation: A Revised
Comprehensive Plan for Racial Justice, Reconciliation and Cross-cultural Engagement at Calvin College
(FEN) document. These biennial reports are based on data gathered from committees, departments,
and divisions; they address all aspects of a genuinely multicultural educational community. This year
the biennial report includes findings from the five-year review of FEN. Previous editions of the State of
the Campus Reports may be found at http://www.calvin.edu/admin/comm/mac/.
2008 — 2009 Members of MAC
Michelle Loyd-Paige, Dean for Multicultural Affairs, Chair
Elicia Arai, Residence Life
Ben Arendt, (2nd semester) Admissions
Johnathan Bascom, (Tenured) Faculty
Dawn Crook, Staff Member
Todd Hubers, Human Resources
Hyesook Kim, Faculty
David Koetje, (Tenured) Faculty
Harry Lew, Board of Trustees
Tom McWhertor, (1st semester) Admissions
Larry Molnar, Faculty
Joel Navarro, (Tenured) Faculty
Jacque Rhodes, Multicultural Student Development
Anding Shen, Faculty
2009 — 2010 Members of MAC
Michelle Loyd-Paige, Dean for Multicultural Affairs, Chair
Ben Arendt, Admissions
Dan Bays, (Tenured) Faculty
Sandra Clevenger, (Tenured) Faculty
Becky Haney, Faculty
Razel Jones, Human Resources
Nora Koster, Staff Member
Harry Lew, Board of Trustees
Larry Molnar, Faculty
Joel Navarro, (Tenured) Faculty
Jacque Rhodes, Multicultural Student Development
Anding Shen, Faculty
John Witte, Residence Life
TABLE OF CONTENTS
Campus Racial/Ethnic Diversity
Highlights of Campus Activity by Division
Highlights of Multicultural Climate Survey
From Every Nation Review
Message from the Chair of MAC
Introduction to FEN Review
SWOT Analysis
Personnel
Faculty and Administrators with Faculty Status
Administrators (without Faculty Status) and Staff
Students
New Student Recruitment and Admissions
Student Life
Curriculum and Instruction
Prelude Program and the Core Curriculum
Major Concentrations and Professional Programs
Teaching and Faculty Development
The Co-curriculum and Other Academic Programs
Partners and Constituencies
Immediate Constituency: Board, Alumni, and the Christian Reformed Church
Local Neighbors and Global Networks
Communication with Internal and External Constituencies
The Work Continues excerpt from “Learning from the Stranger” by David Smith
2
4
7
13-27
13
15
16
18-19
18
19
20-21
20
21
22-25
22
23
24
25
25-27
25
26
27
28
1
Campus racial/Ethnic Diversity
Faculty Racial/Ethnic Breakdown*
Year
04/05
08/09
White
African
Asian
Hispanic/
Native
American/
American/
Latino
American
African
Asian
273
92.9%
273
91.6%
6
2.04%
4
1.34%
6
2.04%
5
1.68%
6
2.04%
12
4.03%
Other
Total
0
3
1.02%
294
0
4
1.34%
298
*Data obtained from Human Resources and reflects all tenure-track and continuous-term faculty.
Staff Racial/Ethnic Breakdown*
Year
03/04
08/09
White
African
Asian
Hispanic/
Native
American/
American/
Latino
American
African
Asian
372
94.2%
421
90.9%
11
2.78%
23
4.97%
4
1.01%
7
1.51%
5
1.27%
5
1.08%
*Data obtained from Human Resources and reflects all full-time staff.
2
1
2.53%
1
0.22%
Other
Total
2
5.06%
395
6
1.30%
463
Student Racial/Ethnic Breakdown
Calvin College
2009 Fall Day 10
Race, Ethnicity and Citizenship, 2005-2009
Table 6
Citizenship and
Race/Ethnicity
Traditional
Undergraduates
FTIACs
Year '05
U.S. Citizens or Permanent
Residents Total
White
Ethnic Minorities (AHANA)
952
95%
868
86%
57
'06
960
93%
871
85%
50
'07
961
92%
846
81%
73
'08
859
92%
751
80%
73
'09
'05
'06
'07
'08
All Students
'09
'05
'06
'07
'08
'09
871 3,726 3,743 3,797 3,714 3,623 3,877 3,884 3,919 3,848 3,754
92%
93%
93%
93%
93%
92%
93%
92%
93%
92%
92%
748 3,404 3,409 3,410 3,325 3,202 3,530 3,528 3,514 3,439 3,317
79%
93
85%
216
85%
222
84%
256
83%
254
81%
281
84%
227
84%
235
83%
268
82%
268
81%
293
5.7%
4.9%
7.0%
7.8%
9.8%
5.4%
5.5%
6.3%
6.3%
7.1%
5.4%
5.6%
6.3%
6.4%
7.2%
88
African American
14
11
17
20
34
52
50
59
62
85
55
57
60
68
Hispanic
7
13
19
13
26
43
53
64
57
65
46
56
69
62
68
Asian American
33
26
36
35
30
109
110
127
124
120
114
113
133
127
124
3
0
1
5
3
12
9
6
11
11
12
9
6
11
13
Other Ethnicity
Native American
14
19
26
20
18
64
61
79
79
80
66
64
81
80
80
Not Stated
13
20
16
15
12
42
51
52
56
60
54
57
56
61
64
U.S. Citizens Living Abroad
22
31
35
26
21
88
95
108
108
105
88
95
108
109
107
U.S. Citizens w/Dual Citizenship
14
8
11
12
7
67
54
42
47
37
67
54
42
47
38
Other Citizenship by Selected
Regions Total
Canada
Africa Total
55
5.5%
28
2.8%
3
0.3%
67
6.5%
35
3.4%
3
0.3%
78
7.5%
36
3.5%
8
0.8%
77
8.2%
43
4.6%
8
0.9%
74
7.8%
20
2.1%
9
1.0%
286
7.1%
155
3.9%
32
0.8%
283
7.0%
154
3.8%
23
278
6.8%
140
3.4%
22
300
7.5%
149
3.7%
28
0.6%
0.5%
0.7%
310
7.9%
131
3.3%
33
0.8%
312
7.4%
165
3.9%
33
0.8%
315
7.5%
164
3.9%
25
305
7.2%
152
3.6%
23
323
7.7%
157
3.8%
29
0.6%
0.5%
0.7%
338
8.3%
142
3.5%
34
0.8%
Ghana
2
0
6
2
3
10
8
12
13
13
10
8
12
13
13
Nigeria
1
1
0
3
3
16
10
5
9
10
16
10
5
9
10
Other Africa
0
2
2
3
3
6
5
5
6
10
7
7
6
7
11
Asia Total
19
23
29
22
41
83
87
97
99
121
92
98
103
107
129
1.9%
2.2%
2.8%
2.4%
4.3%
2.1%
2.2%
2.4%
2.5%
3.1%
2.2%
2.3%
2.4%
2.6%
3.2%
China
0
0
0
5
3
2
1
1
6
11
5
3
5
11
15
Hong Kong
0
2
2
0
6
4
4
5
4
9
4
4
5
4
9
India
1
4
0
1
1
13
12
9
10
9
13
12
9
10
9
Indonesia
1
2
2
2
2
2
6
7
8
7
3
7
7
10
10
Malaysia
2
0
3
1
0
2
2
5
5
3
4
2
5
5
3
Philippines
2
2
1
0
0
7
6
6
5
4
7
6
6
5
4
South Korea
13
12
18
11
24
48
52
59
56
69
51
60
61
57
70
Other Asia
0
1
3
2
5
5
4
5
5
9
5
4
5
5
9
Central/South Amer.
Europe
2
0.2%
3
2
0.2%
4
2
0.2%
3
1
0.1%
3
2
0.2%
2
10
0.2%
6
7
0.2%
11
7
0.2%
10
7
0.2%
15
9
0.2%
14
11
0.3%
11
9
0.2%
18
10
0.2%
15
8
0.2%
20
12
0.3%
19
0.3%
0.4%
0.3%
0.3%
0.2%
0.1%
0.3%
0.2%
0.4%
0.4%
0.3%
0.4%
0.4%
0.5%
0.5%
Netherlands
1
2
1
0
0
1
3
3
4
1
3
7
5
5
3
United Kingdom
1
2
1
1
0
3
4
4
4
4
3
4
5
4
4
Other Europe
1
0
1
2
2
2
4
3
7
9
5
7
5
11
12
0
0
0
0
0
0
1
2
2
2
0
1
2
2
2
Australia/New Zealand
Grand Total
1,007 1,027 1,039 936
945 4,012 4,026 4,075 4,014 3,933 4,189 4,199 4,224 4,171 4,092
3
Highlights of Campus Activity by division
Academic Affairs Division
S
T Year White
A
F 03/04 92
F 08/09 109
African
Asian
Hispanic/
Native
American/
American/
Latino
American
African
Asian
Other
Total
2
5
0
1
96
117
0
1
2
1
0
0
2008 State of Department Reports
• 100% of the departments in the Arts, Languages, and Education Division reported FEN-related
activities.
• 56% of the departments in the Natural Sciences and Mathematics Division reported FENrelated activities.
• 100% of the departments in the Social Sciences and Contextual Disciplines Division reported
FEN-related activities.
2009 State of Department Reports
• 100% of the departments in the Arts, Languages, and Education Division reported FEN-related
activities.
• 100% of the departments in the Natural Sciences and Mathematics Division reported
FEN-related activities.
• 100% of the departments in the Social Sciences and Contextual Disciplines Division reported
FEN-related activities.
It is a pleasure to note the positive changes in departments reporting FEN-related activities in the
State of Department Reports from 2008-2009. Several departments in each division have created
new courses which include significant FEN content. In departments where course topics are less
amenable to FEN-related topics, notable efforts have been made to expose students to the voices
and work of racial and ethnic minority scholars through campus-wide lectures, off-campus learning
experiences, and reading assignments. Several department chairs in each division made mention
of efforts to recruit racial and ethnic minorities for department openings. Some were successful;
others reported disappointments that, despite their efforts, the pool of candidates did not include a
person that was a racial or ethnic minority.
Asteroid Banneker (discovered in 2005 by Calvin physics professor Larry Molnar) draws its moniker
from a man who lived from 1731 to 1806 but had a late start in life as an amateur astronomer,
taking up the pursuit at the age of 57 after being inspired by the “sidewalk astronomy” of a
neighbor . The asteroid was named after the first African American scientist, Benjamin Banneker. A
community-wide celebration was held as a part of Calvin’s 2010 Black History Month celebration.
Office for Multicultural Affairs
The Office for Multicultural Affairs, in partnership with several academic departments, sponsored
the 2008 and 2009 FEN Symposia on Race. The 2008 speakers were Dr. John Palmer and Dr.
Kristal Brent-Zook. The 2009 speakers were Dr. Victor Hinojosa and Calvin alum and graduate
study fellow Kimberly Huyser. In conjunction with each symposium, an award for excellence in
4
teaching, which incorporates the goals of FEN, was given. The 2008 award was given to Dan Miller
of the History Department, and the 2009 award was given to Linda Naranjo-Huebl of the English
Department.
In spring 2009, in collaboration with the Multicultural Affairs Committee, an all-campus
Multicultural Climate Survey was completed. The survey was completed in conjunction with the fiveyear review of the From Every Nation document. Results from the survey are reported later in this
document.
Calvin College participated in the Partners for a Racism-Free Community Partnership Pathways
Organizational Assessment. The assessment includes six categories of standards: Leadership
Engagement; Internal Policies, Practices and Processes; External Collaborations and Relationships;
Contractors, Supplier, and/or Vendor Practices; Client, Congregation, Customer and/or Market
Place Practices; and Measurement and Results. Participation in the assessment included:
completing the Online Assessment Part 1, submitting documentation to demonstrate meeting six
categories of standards, an on-site review, and an on-site partnership designation meeting. Calvin
received a Provisional Partner designation, the first level of three possible designations.
Faculty and staff development opportunities included reading groups in the fall and spring
semesters of 2008 and 2009; summer Anti-Racism and Intercultural Intelligence workshops; AntiRacism caucusing group discussions; and sponsorship of multicultural lecturers and artists.
Off-Campus Programs
258 students participated in off-campus semester programs during the 2008 academic year.
Students studied in many different countries including Ghana, Spain, New Mexico, Honduras,
Thailand, and France.
The director of Off-Campus Programs introduced the World Café, a weekly meeting where students
who have participated in a study-abroad program can share their experiences with the larger Calvin
community. The meetings also foster discussion on global issues related to Calvin’s off-campus
programs.
Graduate Study Fellowship Program
Calvin College sponsored four fellows in their graduate studies from 2007-2009: Kim Huyser
(sociology), Yaw Bediako (biology), Cassie Hulderman (HPERDS), and Andrea Kortenhoven (English).
Administration, Finance, and Information Services Division
S
T Year White
A
F 03/04 143
F 08/09 159
African
Asian
Hispanic/
Native
American/
American/
Latino
American
African
Asian
Other
Total
3
9
0
0
153
173
3
2
3
2
1
1
The Conferences and Campus Events Office provided support for a number of conferences and
concerts that celebrated diversity. These events included: Passport to Adventure Travelogues,
the Artists Series concerts, Aspirando Alto conference, and concerts sponsored by the Music
Department.
5
The Student Employment Office finished work on an International Student Handbook that guides
Calvin’s international students through the employment process as well as what to expect with
taxation.
Advancement Division
S
T Year White
A
F 03/04 35
F 08/09 49
African
Asian
Hispanic/
Native
American/
American/
Latino
American
African
Asian
Other
Total
0
1
1
1
36
51
0
0
0
0
0
0
Great attention was given to diversifying the composition of the Alumni Board. The strategic plan for
the Alumni Board includes committing to a diverse board and seeking ways to involve more racial
and ethnic alumni in on- and off-campus events.
The development arm of this division has strengthened its commitment to raise funds to
accommodate an expansion of the Entrada Program (a pre-college program focused on recruiting
racial and ethnic minority students) and to increase the number of named scholarships directed
toward racial and ethnic minority students. As a result, the 2008 class of Entrada students
numbered 64 and the 2009 class of Entrada students numbered 68.
The January Series continues to be an important vehicle for bringing racial and ethnic scholars and
scholarship focused on multicultural issues to the college campus. The speaker line-up includes a
Martin Luther King Day speaker. In January 2008, three of the fifteen speakers were either racial
or ethnic minority scholars or spoke on a multicultural topic. In January 2009, five of the fifteen
speakers were either racial or ethnic minority scholars or spoke on a multicultural topic. In January
2010, seven of the fifteen speakers were either racial or ethnic minority scholars or spoke on a
multicultural topic.
Enrollment Management Division
S
T Year White
A
F 03/04 35
F 08/09 35
African
Asian
Hispanic/
Native
American/
American/
Latino
American
African
Asian
Other
Total
3
5
0
0
38
44
0
3
0
1
0
0
Fall 2010 welcomed the largest incoming class of AHANA students in Calvin’s history. Admissions
staff has regularly scheduled staff development sessions that include themes of anti-racism and
cultural sensitivity. An increase in financial aid is thought to have been a significant factor in the
increase.
International student enrollment has been enhanced by the addition of an admissions counselor
whose focus is on international recruitment. The incoming international student enrollment of 2009
was 74 students or 7.8%.
6
For 2008-2009, the Open Doors report ranked Calvin College seventh in the nation, in its category,
by for undergraduate international student enrollment.
Office of the President
S
T Year White
A
F 03/04 12
F 08/09 10
African
Asian
Hispanic/
Native
American/
American/
Latino
American
African
Asian
Other
Total
0
0
0
0
12
10
0
0
0
0
0
0
The President’s Multicultural Advisory Council (PMAC) met summer 2009 to discuss campus
multicultural initiatives and to strategize about opportunities for improvement.
The President continues to meet with the West Michigan President’s Compact Committee (WMPCC),
a cohort of 12 other West Michigan college presidents working together to promote racial justice
and multiculturalism.
The summer 2009 Board of Trustees meeting included a training session on diversity.
Student Life Division
S
T Year White
A
F 03/04 55
F 08/09 59
African
Asian
Hispanic/
Native
American/
American/
Latino
American
African
Asian
Other
Total
3
3
1
4
60
68
1
1
0
1
0
0
The Student Life Division continues to strengthen its commitment to maintaining a racially diverse
staff. Three persons of color were added to Student Life Division over the last year.
The Multicultural Student Development Office has continued facilitating Unlearn Week and the
Readers for Reconciliation initiatives with much success.
Prelude was restructured to include a section on reconciliation and justice.
The Student Life Division has begun implementing Dr. Brenda Salter McNeil’s recommendations
for the MOSAIC floor. As such, the intentional learning community is now called Grassroots and is
one of three intentional living and learning communities in Van Reken Hall. An additional Project
Neighborhood home was added bringing the total number of homes to five.
Staff development has been a key focus of this division. Development seminars are held four times
a year. Diversity issues are addressed regularly. Recently, the end-of-the-year session has been a
time to explore the city of Grand Rapids in an effort to become more aware of the diversity of the
city surrounding the college.
6
Highlights of the 2009 Multicultural Climate Survey
In the spring of 2009, MAC launched Calvin’s first all-campus Multicultural Climate Survey. The
survey was distributed electronically over a three-week period to all students, faculty, staff, and
administrators with a Calvin e-mail address. The portions of the survey related to Perceptions
of Calvin’s Cross-Cultural Relations, Perceptions of Institutional Response to Racial Issues,
Experiences of Discrimination, and Perceptions of Positive Behavioral Change are each highlighted
in this report.
The survey captures a large and representative segment of the Calvin community. In particular, over
90% of faculty and staff who identify themselves as African-American, Hispanic, or Asian ethnicity
responded.1 However, the absolute numbers of ethnic minority respondents are small, only 24
faculty and 43 staff, because of the small percentage of ethnic minorities among faculty and staff,
about 6%. Thus, the responses for faculty and staff are pooled together in this report. For the same
reason, the separate ethnic identities, including those who identified themselves as “Other”, are
combined into one category, “non-White.”
Overall, of the 497 full- and part-time faculty, 310 responded to the survey, for a 62% response
rate. Of the 624 full- and part-time staff, 438 responded to the survey, for a 70% response rate.
For faculty, 9% of the survey respondents identified themselves as a non-White ethnicity (28 out of
305). For staff, 12% of the survey respondents identified themselves as a non-White ethnicity (52
out of 436).
While there was a lower response rate for students, the number of respondents, and the number
of ethnic minority respondents was high. AHANA students make up 6.4% of the student body, but
13.5% of the student respondents identified themselves as a non-white ethnicity (192 out of the
1426 who specified an ethnicity). Thirty-five percent of the student body as a whole responded to
the survey, ranging from 26% of freshman to 51% of seniors. Female students also responded in
greater numbers to the survey. While only 55% of the student body is female, 65% of the student
respondents were female (938 out of 1455).
Cultural Climate: Assessment and Experiences
The major finding here is the difference in assessments and experiences of the minority and
majority populations on campus. In many areas, the differences between students and faculty/staff
are strong, too. Not surprisingly, students are much more likely to experience discrimination from
other students rather than faculty or staff, while the reverse is true for faculty/staff.2
Differences in the Perceptions of Calvin’s Cross-Cultural Relations:
There is little evidence that cross-cultural relations are generally strained or in distress. While nonwhite members of the community experience cross-cultural relationships that are less relaxed,
less friendly, and less respectful than whites, few non-White members report outright high levels of
tension, hostility, or disrespect. However, the differences in the quality of cross-cultural relationships
reported in Tables 1a, 1b, and 1c are not subtle, they are large, statistically significant, and
important to note.
For the purposes of this report, the response rates and representation of sex and ethnicity in the survey are
determined by comparisons with full- and part-time ( >.01 fte) faculty and staff characteristics from the June 30, 2009
report created by Human Resources and the student characteristics from the 2008 Day 10 Report. 2Unless noted
otherwise, the differences between non-White and White answers are statistically significant.
1
8
The vast majority of white students and faculty/staff, for example, believe relations are friendly and
respectful, while only about half of the non-White community members on the other end of a crosscultural relationship have that perception. As will be seen even more strongly throughout this report,
there is a disconnect between the perceptions of the White community and the reality facing the
non-White Calvin community.
“Describe Calvin’s cross-cultural relations...”
Table 1a Relaxed/Tense
Respondent Type
Student
Faculty/Staff
Relaxed/Tense
Non-White
White
Non-White
White
Tense
17.4%
10.7%
24.7%
18.9%
Neutral
40.5%
31.9%
46.6%
36.8%
Relaxed
42.1%
57.4%
28.8%
44.3%
Total
100%
100%
100%
100%
Table 1b Friendly/Hostile
Friendly/Hostile
Respondent Type
Student
Non-White
White
Faculty/Staff
Non-White
White
Hostile
10.5%
4.0%
8.2%
6.3%
Neutral
34.7%
20.7%
47.9%
31.5%
Friendly
54.7%
75.3%
43.8%
62.2%
Total
100%
100%
100%
100%
Table 1c Respectful/Disrespectful
Respectful/Disrespectful
Respondent Type
Student
Non-White
White
Faculty/Staff
Non-White
White
Disrespectful
14.3%
5.5%
8.3%
7.1%
Neutral
30.7%
21.3%
47.2%
24.5%
Respectful
55.0%
73.2%
44.4%
68.5%
Total
100%
100%
100%
100%
Differences in Perceptions of Institutional Response to Racial Issues:
In the perception of interpersonal relationships, little evidence of strong, negative perceptions
was found. However, in the questions related to institutional treatment of racial issues, stronger
negative responses were found. In fact, there is strong general concern among most of the campus
community, both White and non-White students and faculty/staff, that there needs to be more
racial diversity at all levels (Table 2a). Non-White students and faculty also see a strong need for
better institutional response to racial harassment and discrimination as well as increased cultural
sensitivity (Tables 2b,2c), although there appears to be less concern about the awareness level of
issues related to race (Table 2d).
9
“I think that Calvin College as a whole...”
Table 2a Racial diversity
Respondent Type
Student
Non-White
White
Faculty/Staff
Non-White
White
has adequate racial diversity among
students, faculty, and staff.
Disagree
Neutral
Agree
48.2%
20.9%
30.9%
41.6%
24.2%
34.2%
67.6%
21.6%
10.8%
57.3%
25.0%
17.7%
Total
100%
100%
100%
100%
Table 2b Racial harassment and discrimination
Respondent Type
Student
Non-White
White
Faculty/Staff
Non-White
White
confronts racial harassment and
discrimination.
Disagree
Neutral
Agree
48.2%
20.9%
30.9%
41.6%
24.2%
34.2%
67.6%
21.6%
10.8%
57.3%
25.0%
17.7%
Total
100%
100%
100%
100%
Table 2d Awareness of racism and issues
Respondent Type
Student
Non-White
White
Faculty/Staff
Non-White
White
has adequate awareness of racism and
issues of race relations.
Disagree
Neutral
Agree
27.9%
17.4%
54.7%
12.7%
16.9%
70.4%
33.3%
33.3%
33.3%
23.3%
21.5%
55.1%
Total
100%
100%
100%
100%
Table 2c Adequate cultural sensitivity
has adequate cultural sensitivity.
Respondent Type
Student
Non-White
White
Faculty/Staff
Non-White
White
10
Disagree
20.9%
10.8%
37.7%
26.1%
Neutral
23.6%
17.6%
24.7%
23.5%
Agree
55.5%
71.6%
37.7%
50.4%
Total
100%
100%
100%
100%
Experiences of “Discrimination”3 or “Tokenism”4 at Calvin:
The concerns about cultural climate are supported by the number of persons experiencing some
form of discrimination or being singled out for their racial, cultural, or ethnic background. Being
singled out, or asked to be a representative for one’s race is tokenism. Nearly two-thirds of nonWhite students report having experienced discrimination by other students, and one-quarter of nonWhite students report having experienced discrimination from faculty or staff. One-third to nearly
one-half of non-White faculty and staff have experienced discrimination on campus from students
or other faculty/staff (Tables 3a,b).
Table 3a Discrimination by student
Respondent Type
Student
Faculty/Staff
Non-White
White
Non-White
White
Experienced discrimination
by student
Yes
No
63.5%
36.5
25.5%
74.5%
33.8%
66.3%
6.4%
93.6%
Total
100%
100%
100%
100%
Table 3b Discrimination by faculty or staff
Respondent Type
Student
Faculty/Staff
Non-White
White
Non-White
White
Experienced discrimination
by faculty or staff
Yes
No
25.5%
74.5%
9.6%
90.4%
46.3%
53.8%
17.5%
82.5%
Total
100%
100%
100%
100%
While not as insidious as outright discrimination, tokenism can be a form of cultural insensitivity
that fosters a sense of “otherness” among non-majority members of a community. Not surprisingly,
this has been experienced by a large majority of non-white members of the community (Tables
4a,4b). However, quite a few white students and faculty/staff also report being asked to represent
their racial, ethnic, or cultural group.
Table 4a Tokenism by a student
Respondent Type
Student
Faculty/Staff
Non-White
White
Non-White
White
Experienced tokenism by
student
Yes
No
78.1%
21.9%
36.9%
63.1%
40.0%
60.0%
17.9%
82.1%
Total
100%
100%
100%
100%
3 Because
of racial, ethnic, or cultural background, respondent has been excluded from a social event, ignored after
expressing ideas or comments, offended, insulted, verbally assaulted, harassed because of accent or language,
physically threatened, or followed/stopped by campus police.
4 Because of racial, ethnic, or cultural background, respondent has been invited to an event to present an image
of diversity; asked to comment on racial, ethnic, social, or cultural issues; asked to help organize a cultural event or
celebration; hasbeen complimented as a representative of respondent’s racial, ethnic, or cultural group.
11
Table 4b Tokenism by faculty or staff
Respondent Type
Student
Faculty/Staff
Non-White
White
Non-White
White
Experienced tokenism by
faculty or staff
Yes
No
68.8%
31.3%
22.6%
77.4%
63.8%
36.3%
28.6%
71.4%
Total
100%
100%
100%
100%
Perceptions of “Positive Behavioral Change” at Calvin:
While it is clear that the results from the survey have elicit some areas of concern, it should be
noted that the survey also revealed areas of forward movement towards the goal of transforming
the college into a genuinely multicultural educational community that discerns and counters the sin
of racism and embodies the reconciling power of the Gospel. Two aspects of this forward movement
can be seen in the fairly positive responses to the questions of greater awareness of issues of race
and racism because of one’s time at Calvin (Table 5a) as well as the question of availing one’s self
to opportunities to learn more about racial and ethnic groups other than one’s own (Table 5b).
Because of my time at Calvin College...
Disagree
17%
I am better able to discern and counter racism
in all its forms
I am more likely to read or 23%
do research on matters or
ethnicity and race
I am more conscious of
12%
ethnic racial, and cultural
issues.
Neutral
29%
Agree
55%
Total
100%
32%
45%
100%
10%
69%
100.0%
At Calvin, I have taken advantage of opportunities to learn more about cultural, ethnic,
and racial groups other than my own.
Respondent Type Disagree
Student
10%
Faculty/Staff
8.73%
12
Neutral
26%
25.8%
Agree
63%
65.5%
Total
100%
100%
From Every Nation Review
Message from the Chair of the Multicultural Affairs Committee
The approval of the From Every Nation (FEN) document in 2003 by the faculty and in 2004 by the
Board of Trustees was a bold statement connecting a vision of justice and transformation with the
mission of Calvin College. Two of the pivotal components of the vision of justice and transformation
were a critical analysis of racism and an active stance against the sin of racism. The passing of the
FEN document was an achievement worthy of celebration. In fact, in addition to those who have
celebrated the FEN document on Calvin’s campus, many outside of Calvin College have praised the
institution for drafting a document which addresses both why and how the college is to become a
genuinely multicultural Christian academic community.
Having completed the five-year review of the FEN document, the members of the Multicultural
Affairs Committee were, in many ways, pleased with the findings. We are pleased that FEN is
viewed and accepted as a campus-wide policy. We are pleased that the themes and goals of FEN
are part of the language and culture of the campus. We are pleased that many of the suggested
strategies are being implemented and producing significant and visible results. We are pleased
with the many innovative programs and events now being offered as a result of FEN. We are
pleased to be able to say that over the past five years this campus has made significant progress
towards fulfilling its vision of becoming an institution and community that articulates and lives out
a vision for “transforming Calvin into a college that is always vigilant in recognizing racism, always
conscientious in promoting reconciliation, and always active in the work of restoring a healthy
multicultural community” (FEN, 8).
However, the pleasure and celebration is tempered by the fact that while much has been
accomplished, there is still much more work to be done. While some units of the campus have fully
embraced FEN (most notably student life and admissions), the committee has noted that not every
unit of the campus has been able to either articulate or incorporate strategies reflecting FEN into
day-to-day operations. As a committee, we feel that this is, in part, due to a lack of clearly defined
expectations that FEN is to touch every aspect of the college from the hiring process, to the courses
offered, to staff and faculty development opportunities, to suppliers and vendors, to donors, to
supporting services, to campus aesthetics, to the retention of students, faculty, and staff. This is
one of the reasons that many of the committee’s recommendations promote better measures of
accountability.
Additionally, with all the earnest efforts to make Calvin College a convivial place for all racial and
ethnic group members, there are still too many reports of offending remarks and discriminatory
behavior directed towards students, faculty, and staff of color. While most of the Calvin community
would describe their experiences at Calvin very favorably, it would be foolish to ignore the fact that
people of color, at times, have unfavorable experiences at Calvin negative experiences that people
of color would attribute to their racial and ethnic identity. To be clear, the committee is not saying
that all people of color have negative experiences; but it is saying that sometimes race does matter.
Sometimes the Calvin community is not as convivial as we would like to think, and this is something
we need to pay more attention to. This is part of the reason the committee is recommending the
following: recurring multicultural climate surveys; monitoring for racial bias; publishing procedures
for reporting racial bias and incidents; and a review of the circumstances in which faculty, staff, and
students of color have left the college.
13
With all the efforts to recruit faculty, staff, and students of color, the numbers have not yet reached
a level that would clearly identify the campus as a racially and ethnically diverse campus, especially
among the most senior level of administration. And once recruited, at any level, retention is a
persistent concern. If we as a community dare to be honest with ourselves, we must admit that
the Reformed heritage of the college has cut both ways in our efforts to become a multicultural
campus. In our favor, it has clearly defined the borders of the community which we are endeavoring
to build; borders which define our identity, mission, and purpose. Many in the Calvin community
including people of color and those who are White have signed onto this educational project
because it has such a strong Reformed heritage and identity. However, when the borders are
narrowly defined even when perceived as necessary for the identity of the college we lose people;
we suspect we disproportionately lose people of color. This is a reality of the tension between not
two competing goods, but within a singular good of being an academically excellent institution. We,
as a campus, are still learning what it means to be both- and, and not either- or, a campus that is
Reformed and racially diverse. Just as Calvin College has led the way in modeling the integration
of faith and learning; our committee firmly believes that Calvin College will lead the way in modeling
the way to be a Reformed and racially diverse institution of higher education.
As part of the review process, MAC made note of several issues that it hopes will be resolved.
These are: a lack of explicit “Retention” strategies for students, faculty, and staff of color; several
accountability strategy statements need to be updated to reflect changes in the organization
structures of the campus; the language of several strategies need to be amended to better reflect
the locus of responsibility; there is a lack of explicit “Reconciliation and Restoration” strategies;
there is a lack of an explicit strategy for monitoring the “welcoming feel” of the campus. As such,
MAC has forwarded twenty recommendations for change to the Faculty Senate for approval.
The recommendations are meant to clarify processes currently active, to strengthen lines of
accountibiliy, and to affirm processes and practices active on campus, but not specified in the FEN
document.
As we close out this review, our committee would like to reiterate our overall pleasure with the
findings in this review. Sincere thanks to the many members of the Calvin community for your
efforts to help this college live up to the goals of FEN. Without your efforts, there would be precious
little to celebrate. We, the MAC committee, are grateful for the progress this college has made in
five years and look forward with great anticipation to walking the path the Holy Spirit will lead us on
as we continue this journey. We encourage those who are unfamiliar with FEN or who have not read
the document in a while, to read the document from cover to cover; those who are just coming on
board for the cause of genuinely multicultural convivial Christian campus, to be “doers” and not just
“hearers”; and to those on the front lines of this cause, to stay strong. Through Christ all things are
possible!
14
Introduction to FEN Review
FROM EVERY NATION: CONTEXT AND OVERVIEW
The purpose of the remainder of this
document is to examine the effectiveness
of, and suggest improvements to, Calvin’s
From Every Nation (FEN) document, based
on experience with its implementation over
the past five years. Each critical area of the
document is reviewed to highlight aspects
that are working as well as areas that need
improvement or reconsideration.
The review process began by having each of
the four critical areas of the FEN document
(personnel, students, curriculum and
instruction, and partners and constituencies)
reviewed by sub-committees comprised
of faculty, staff, students, and/or other
stakeholders. These sub-committees were
tasked to review the goals outlined for each
area, to assess the strategies in place to
achieve them, to evaluate the effectiveness
of those strategies, and to make
recommendations. The sub-committees
were also asked to identify the accountability
agents for their areas and rate the agents’
effectiveness and relevance. In addition, the
Multicultural Affairs Committee (MAC) proposed a fifth critical area, campus climate, the creation of
an inclusive environment for Calvin students, faculty, and staff.
In composing this review, the Multicultural Affairs Committee reviewed the reports of these subcommittees and collated, expanded, or summarized the reports as needed. The committee itself
also began the 2009-2010 year with a retreat at which it performed a SWOT (strengths, weakness,
opportunities, and threat) analysis of the multicultural environment on Calvin’s campus. The
following document summarizes these analyses and provides recommendations for each strategy,
to achieve the goals of each critical area of the FEN document.
To view a pdf of the full From Every Nation document visit:
www.calvin.edu/admin/provost/multicultural/documents/FEN.pdf
15
SWOT Analysis
Strengths
»» Multicultural Climate Survey data from
2009
»» Christian institution in the Reformed
tradition
»» Interwoven Christian identity throughout
college identity documents
Weaknesses
»» Lack of critical mass of student, faculty,
and staff of color (especially in senior
administration)
»» Lack of feedback on racial incidents (e.g.,
how to respond, how info gets to right
person or group)
»» Ongoing desire to hire people of color
»» Lack of president’s visibility as a
champion for diversity and anti-racism
»» FEN document approval by trustees and
faculty
»» Diversity not being a campus distinctive
or selling point
»» Resources for programming
»» Historical legacy of inclusion/exclusion
»» Allies and multiple points of leadership
and support for FEN initiatives
»» Limited time for faculty and staff
involvement
»» Support from senior administrators
»» Over-commitment of faculty and staff of
color
»» Faculty continuity
»» Awareness of racism; usage of antiracism language
»» Narrow focus on diversity (race and
ethnicity)
»» Tendencies for philosophy to weigh more
heavily over relationships
»» Varied perceptions of how the campus is
doing
»» Dean for multicultural affairs;
Multicultural Affairs Committee
»» Faculty membership requirements (e.g.,
church membership and Christian school
requirements)
»» Denominational support to address
racism/anti-racism
»» Revolving student body
»» 2007 recognition for internationalization
of the campus
16
»» Slowed implementation of multicultural
vision
»» Lack of FEN awareness; FEN not on the
radar for significant number of individuals
Opportunities
»» Larger incoming group of students of
color in fall 2009
»» Receptive perception and attitudes
»» Communication channel to Board of
Trustees and President’s Multicultural
Advisory Committee
»» Partnerships with regional college
campuses and city initiatives, e.g.,
Partners For Racism-Free Community and
West Michigan President’s Compact
»» Educational institution’s ability to impact
the world
»» Flexibility of programming and initiatives
»» Occasions to educate about differences
and similarities
»» Occasions to relay true scenarios about
what is happening on campus
»» Mandatory training precedents
Threats
»» Lack of recognition and celebration of
the good accomplished may deter and
misrepresent progress
»» Mishandled FEN initiatives can alienate
and get push-back, retrenchment
»» Faculty membership requirements
»» Campus-wide budget cuts affect all areas
»» Cost of tuition
»» Smaller campus as “new normal”
»» Fear of retribution for pushing for change
(esp. for non-tenured faculty)
»» Current tensions between faculty and
Board of Trustees
»» Apathy or negative responses to diversity
from the Calvin community can cause
alienation of those on the front line of
diversity work
»» Faith and theological connections
»» Fear of change (impact on campus
identity, donor base)
»» Integration of race and diversity
throughout curriculum
»» Fear of saying the wrong thing can invite
silence
»» Empowerment of faculty and staff to deal
with cultural differences
»» Exhaustion of diversity champions
»» Revolving student body
»» Competition with other equally pressing
issues
»» Incoming students bringing experiences
and insights
»» Vetting process of part-time worker
instructors
»» Diversity fatigue
17
PERSONNEL
Faculty and Administrators with Faculty Status
Goal
Calvin College will develop a more racially and culturally diverse faculty, one that increasingly reflects
the multiracial and multicultural character of the Body of Christ, a faculty able to discern and counter
racism in all its forms and to embody the reconciling power of the Gospel.
Strategy 1
The Professional Status Committee (PSC) will have the authority to recommend that a proposed
faculty opening not be approved if the office or department in question cannot demonstrate
a satisfactory record of past efforts to recruit persons of color, both North American and
International.
Status
PSC does have the authority to recommend that a proposed faculty opening not be approved,
yet the committee hasn’t denied an opening for reason of unsatisfactory record in efforts to
recruit persons of color.
Strategy 2
In 5 years PSC will review the impact of the policy for granting exceptions to the faculty
membership requirements on the recruitment and retention of faculty of color.
Status
2009 is the year for this process, and it is currently on PSC’s agenda.
The board of trustees (BOT) task force on mission and identity is in the process of addressing
the faculty membership requirements overall, which includes how this impacts faculty of color.
Strategy 3
PSC will ensure that departments communicate the relevant policies to prospective faculty. It will
encourage and support each department in initiating educational opportunities for its faculty and
students to consider matters of race and ethnicity in the context of the department’s discipline
and the college’s mission. It expects faculty members will participate in these departmental
initiatives. Departments must report annually on their activities in the State of the Department
Reports.
Status
Departments are addressing FEN initiatives in their State of Department reports. Faculty are
required to report FEN initiatives in their annual Faculty Activities Report. It should be noted
that many departments have initiated programming for its faculty and students to consider
matters of race and ethnicity as stated in the Faculty Activities Reports.
Strategy 4
The Academic Division will find ways to provide encouragement, strategies, and financial support
for departmental initiatives and faculty development in these areas.
18
Status
There is now a From Every Nation Award for Teaching Excellence.
The Office for Multicultural Affairs offers multiple opportunities for faculty development
throughout the year, yet participation in these offerings is low and inconsistent.
Strategy 5
The President’s Cabinet will ensure that the relevant policies are communicated to prospective
senior-level administrators with faculty status. It will encourage and support educational
opportunities (e. g., Special speakers, department colloquia, and training) for these administrators
to consider matters of race and ethnicity in the context of the division’s role and the College’s
mission. It expects that senior-level administrators with faculty status will participate in these
initiatives. The Multicultural Affairs Committee is responsible for reviewing and reporting on these
efforts annually.
Status
This is part of the Office of the President’s section of the biennial MAC reporting .
Specific reporting on senior-level administrators and events has been uneven.
Administrators (without Faculty Status) and Staff
Goal
Calvin College will develop a more ethnically diverse and welcoming staff and administration, one
that increasingly reflects the multiracial character of the Body of Christ, able to discern and counter
racism in all its forms and to embody the reconciling power of the Gospel.
Strategy 1
The Human Resources Office, in cooperation with other administrators involved in the approval
process, will have the authority to recommend that an opening not be approved or that a search
be restructured if the office in question cannot demonstrate a satisfactory record of efforts in
previous searches to recruit persons of color.
Status
To date, no opening has not been approved.
This strategy does not reflect how the hiring process works for staff.
Strategy 2
A Higher Education Fellowship Program, analogous to the current Minority Graduate Fellowship,
will be developed for entry-level professional and administrative positions.
Status
Program has not been implemented.
Strategy 3
The Director of Human Resources will ensure that relevant policies are communicated, that
mentoring opportunities are made available, and that new and continuing staff members
participate in professional development regarding matters of race and ethnicity [and document
this participation periodically in performance reviews].
19
Status
Human Resources has incorporated a session on the FEN document in their new staff
orientation program to familiarize new hires with the document’s themes.
Human Resources sponsors a regular book group around matters of race and ethnicity.
There has been light attendance from staff in other professional development opportunities
offered on campus.
Strategy 4
The President’s Cabinet will ensure that the relevant policies are communicated to prospective
senior level directors without faculty status. It will encourage and support educational
opportunities for these directors to consider matters of race and ethnicity in the context of the
department’s role and the college’s mission. It expects that senior level directors without faculty
status will participate in these initiatives. The Multicultural Affairs Committee is responsible for
reviewing and reporting on these efforts annually.
Status
There has been light attendance from senior-level directors without faculty status in
professional development offerings regarding matters of race and ethnicity.
STUDENTS
New Student Recruitment and Admissions
Goal
Calvin College will develop a more racially and culturally diverse student body, one that increasingly
reflects the multiracial and multicultural character of the Body of Christ.
Strategy 1
The Admissions Office will continue working to increase the number of students of color admitted
to Calvin, both North American and international, and other offices and personnel will work to
improve retention and graduation rates for students of color.
20
Status
The MAC committee found ample evidence of the Admissions Office efforts and initiative in
this area over the past five years, including departmental training, new recruiting practices
and opportunities, and improved numbers. In 2009-10, Calvin admitted the largest class
of students of color in its history. Calvin’s Institutional and Enrollment Research web site
provided this summary of the fall 2009 enrollment numbers:
The number of AHANA (African-, Hispanic-, Asian-, and Native-American) students increased by
nearly 10% over last year. The 293 AHANA students represent 7.2% of our student body. This
compares with only 187 AHANA students enrolled nine years ago.
The data also indicates a steady increase in the number of non-Canadian international
students enrolled, particularly from Asian countries.
Strategy 2
The college will support, and where necessary, develop institutional programs and relationships to
attract and retain students of color.
Status
Relationships and programs continue to be supported and developed through the Admissions
Office and through the efforts of the Pre-College Programs Office, which has been enfolded
more fully into the Enrollment Management Division of the college. Retention efforts of the
college are overseen by the retention sub-committee of the broader Enrollment Management
Committee, though promoting retention is the work of the entire college. Specifically in this
area, we have noted the lower and uneven nature of retention rates for students of color at
Calvin. Likewise, graduation rates of students of color continue to lag behind overall averages
Strategy 3
Those charged with achieving these goals will participate in professional development regarding
matters of race and ethnicity.
Status
The Admission Office staff should be commended for their commitment to this strategy and
for the tangible efforts they have made in training and professional development on these
topics. With a reorganization of strategies 1 and 2, giving more focus to retention, the onus
will be on other departments to develop and maintain similar commitments and efforts, given
the role all departments play in retention efforts. As discussed in the Personnel section of the
FEN review, we hope to see improvements and new strategies related to further training and
professional development.
Student Life
Goal
Calvin College will develop a more racially and culturally diverse student body, equipped to resist
racism, embody reconciliation, and live together in Christian community.
21
Strategy
Anti-racism and diversity training will be woven into the curriculum and co-curriculum.
Status
We see evidence of the intentional incorporation of FEN topics into many different
co-curricular activities and programs, including:
- New student orientation (Quest)
- Prelude
- Resident assistant training and in-service topics
- M.A.C. student leaders in residence halls
- New student leader orientation
- Mosaic Community/Grassroots Living-Learning floor
- UnLearn Week
- MLK Day programming (chapel, community tie-in events)
- Readers for Reconciliation
Strategy 2
The college will support and, where necessary, enhance student services designed to promote a
more ethnically and culturally diverse campus.
Status
This is an on-going effort of the college and particularly of the Student Life Division, specifically
through the efforts of the Multicultural Student Development office and the International
Student Development office, the latter of which was created within the last two years.
Strategy 3
Offices that provide services to students should include persons of color on their staffs whenever
possible.
Status
Although this strategy is under the Students section of the FEN document, and specifically
under the Student Life subsection, it rightly applies to offices inside and outside of the Student
Life Division, where students receive services and support (e.g. Health Services, Broene
Counseling Center, Career Development, Campus Ministries, Housing Office (Residence Life),
Campus Safety, Student Development Office, Student Academic Services, Financial Services,
Financial Aid, etc.).
For the most part, the committee sees evidence of this strategy being met through hiring
processes over the last 5 years, though it remains an ongoing effort.
CURRICULUM and INSTRUCTION
Prelude Program and the Core Curriculum
Goal
Calvin College’s core curriculum will introduce students to global perspectives, cultivate the virtue
of discernment, and impart a commitment to counter racism in all its forms. It will embody the
reconciling power of the Gospel.
22
Strategy 1
Faculty members should include global perspectives and themes
of racial justice in their course materials wherever these are
appropriate to the discipline and meet the requirements of the
core category.
Status
New course proposals now must contain diversity goals to
identify ways in which global perspectives and the themes of
racial justice inform the course. In addition, how the course
content is informed by a Christian perspective should be
made clear.
Strategy 2
The cross-cultural engagement (CCE) and global-historical studies
requirements of the core curriculum will be fully implemented.
Status
CCE and GLHS core categories are required for graduation.
Students currently are required to take one GLHS course
and one CCE course. There is evidence that some faculty
members are making efforts to include themes of racial
justice in their course materials, particularly in the core
category of Societal Structures in North America (SSNA).
Strategy 3
The Quest, Prelude, and DCM programs will include an emphasis on racial justice, anti-racism, and
reconciliation from a variety of perspectives.
Status
Quest, Prelude, and DCM have made great efforts to emphasize this. Quest and Prelude
address racial justice, anti-racism, and reconciliation.
Major Concentrations and Professional Programs
Goal
Major programs of study at Calvin College will introduce students to global perspectives, cultivate
the virtue of discernment, and impart a commitment to counter racism in all its forms and to
embody the reconciling power of the Gospel.
Strategy 1
Each academic department will be mandated to identify opportunities for cross-cultural
engagement that are appropriate to the discipline.
Status
From 2006-2009, 8 out of 27 departments had CCE course offerings specific to their
disciplines. The majority of students obtained their CCE credit through off-campus
programming. The second highest means of obtaining CCE credit was through interdisciplinary
courses.
23
Strategy 2
International study opportunities and area studies programs
will be enhanced.
Status
Calvin College was recognized in Internationalizing the
Campus 2007 by NAFSA Association of International
Educators.
Calvin College currently have thirteen off-campus semester
programs. The Off-Campus Programs Office is currently
evaluating the effectiveness of these experiences for
developing multicultural citizenship.
Strategy 3
Each department will take these goals into account in
developing its assessment program.
Status
This is an ongoing process, closely associated with the
development of departmental strategic plans.
Teaching and Faculty Development
Goal
Instruction at Calvin College will reflect significant sensitivity to racial and cultural diversity and will
model the ability to discern and counter racism in all its forms and to embody the reconciling power
of the Gospel.
Strategy 1
The college will regularly offer faculty development workshops that promote this goal.
Status
Workshops are offered each semester to promote this goal. Workshops, book groups, and
lectures address anti-racism, diversity awareness, and intercultural sensitivity.
Strategy 2
Departments and individual faculty members will identify ways to promote racial justice and
reconciliation in curriculum and teaching.
Status
Some departments and individual faculty have reported this activity in their State of
Department and Faculty Activities reports.
24
The Co-curriculum and Other Academic Programs
Goal
College programming will celebrate Calvin’s international
commitments and will reflect, at a minimum, the diversity
present in the student body. Such programming includes, but is
not limited to, the January Series, the Honors Program, athletic
programs, Student Academic Services, Commencement, Opening
Convocation and Honors Convocation, Off-Campus Programs,
Student Activities Office programs, and speaker and arts series.
Strategy 1
Those in charge of co-curricular and other academic programs
will be required to monitor and analyze efforts to achieve this
goal.
Strategy 2
Whenever possible and appropriate, planning committees and
offices will include representatives who reflect the diversity of
the campus community.
Strategy 3
The Multicultural Affairs Committee will offer suggestions
and encouragement and will review co-curricular and other academic programs to identify
opportunities for improvement.
Status
These strategies are somewhat vague, therefore, it is hard to determine their fulfillment.
PARTNERS and CONSTITUENCIES
Immediate Constituency: Board, Alumni, and the Christian Reformed
Church
Goal
All of the constituencies that support the college will perceive, understand, and embrace Calvin’s
commitment to racial justice and reconciliation.
Strategy 1
The Board of Trustees will affirm the college’s commitment to racial justice and reconciliation and
regularly review its own efforts to support that commitment.
Status
Board composition is regularly evaluated for more diverse representation.
All new board members receive a copy of the FEN document with time for discussion of its
implications.
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Strategy 2
The Calvin Alumni Association will undertake an intentional educational initiative for national
board members and local chapters to acquaint them with and enlist them in the college’s efforts
to promote racial justice and reconciliation.
Status
The Alumni Association wrote ambitious goals into its five-year strategic plan (2007-12) to
increase the number of ethnic-minority board members, based on FEN directives.
The national alumni board now has 8 members of color of 24 members on board (33%).
Oluwatoyin Adegbite Moore ‘92 became the second graduate of color to become president of
the alumni association in 2008-09.
Strategy 3
The College will continue its partnership with the Christian Reformed Church in anti-racism efforts.
Status
The College continues to cultivate its relationship with the Christian Reformed Church in these
efforts. The Office for Multicultural Affairs has supported the Dance of Racial Reconciliation
(DORR) training of the denomination as well as Congregations Organizing for Racial
Reconciliation (CORR) training.
Local Neighbors and Global Networks
Goal
Calvin College will become an effective agent of racial justice and harmony in its external
partnerships.
Strategy 1
The Enrollment and External Relations Division will continue to cultivate current partnerships and
work to develop new ones.
Status
Within the Enrollment Management Division, various individuals are utilizing the strategy. The
Office for Pre-college Programs is moving forward in its efforts and has had record enrollment
in the Entrada Scholars program.
Strategy 2
The College will continue to cultivate current educational outreach and bridge programs to
communities of color and will work to develop new ones.
Status
The college continues to support educational outreach programs such as: Pathways
to Possibilities, the Entrada Scholars Program, and the Academic Content Experience
International. Other West Michigan opportunities that connect with the college’s school and
church partners include: STEP, ¡Aspirando Alto!, and the MLK Young Leaders Weekend.
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Strategy 3
Academic departments, the Service-Learning Center and Off-Campus Programs Office will work to
cultivate and develop partnerships with communities in this country and abroad.
Status
Partnerships are being cultivated and developed. Many departments have developed
internships and experiential partnerships with local community agencies. The Service-Learning
Center has developed opportunities to help students obtain their CCE credit.
There are thirteen off-campus semester programs and 26 non-Calvin programs. Calvin
continues to cultivate and maintain relationships to offer new opportunities for students.
Communication with Internal and External Constituencies
Goal
The Public Relations and Media Relations offices of the College will communicate Calvin’s efforts
to become an effective agent of racial justice and harmony to internal and external constituencies
through every appropriate medium.
Strategy 1
The Public Relations and Media Relations offices will take the initiative to provide news releases
and other forms of publicity about persons and events related to the college’s efforts to combat
racism and promote reconciliation.
Status
Each issue of Spark purposefully features campus stories and alumni profiles that reflect FEN
goals, demonstrate the progress of racial justice and reconciliation on campus and reflect the
achievements of Calvin alumni of color.
Strategy 2
These offices will develop and use Web resources to further the exchange of information about
these activities, both internally and externally.
Status
Calvin’s News and Stories web page frequently feature profiles and events that highlight FEN
goals.
Summary
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The Work Continues
To be human means to be born somewhere, in a particular place and time, and to make connections
with particular people. Strip away all the cultural particularities, all the influences of those who came
before and alongside us, and we would not be left with a transcendent universal self or with naked access to true reality, but rather with little more than bare sensation. Realizing that we are cultural creatures does not throw out goodness, truth, and beauty—culture is the medium in which we become able
to apprehend and respond to the good, the true, and the beautiful. To receive an identity from a nurturing context that we did not construct is a kind of “primordial grace”—our culture is what God has used
to gift us with our selves. As Augustine recognized, the first response that we owe is one of gratitude for
the immensity of what we have received. (p. 49)
As we encounter new cultural realities we become stewards of new knowledge, and the ways
in which we speak of (or remain silent about) the cultural others whom we encounter can help spread
peace or discord, understanding or prejudice. In some cases, a sense of obligation that is stronger yet
may arise. Our learning and new relationships make us aware of injustices that had been hidden to
us, past injustices that are still felt or injustices still being perpetrated. In those cases there may be a
need for more than gentle corrections in everyday conversations; I may need to find more active ways
of educating others and advocating change. “What does the Lord require of you?” asked the prophet
Micah centuries ago. “To act justly,” came the response, “and to love mercy and to walk humbly with
your God” (Micah 6:8). “Blessed are the peacemakers,” added Jesus, “for they will be called children
of God” (Matthew 5:9). The outcomes of intercultural learning can go a long, long way beyond better
answers on a test. (p. 126)
David Smith, Learning from the Stranger,
(Grand Rapids: Wm. B. Eerdmans Publishing Co., 2009)
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